Day 20 Context: This lesson would be taught during the study of the play The Crucible, by Arthur Miller. This lesson is appropriate for students in a high school junior English class. The students in this class come from a suburban environment, and are of mixed gender, race, and include persons with disabilities.
Objective: This is a teacher guided lesson that explores the play The Crucible by Arthur Miller, looking for an artistic expression or response to the play.
Pass Objectives: This lesson meets Reading and Literature Standard 1, objectives 2-5; Standard 2, objective 2, C; objective 3, A; objective 4, A,C, D; Standard 3, objective 1, A; objective 2; objective 4; Standard 4, objective 2; Writing/Grammar/Mechanics and Usage Standard 1, objective 1, A D-F; objective 3-6; Modes and Forms of Writing Standard 1, objective 1, A-C; Standard 1, objective 3, A-C; Standard 4, objective A; Oral Language/Listening and Speaking Standard 1, objective 1, 3; Visual Literacy Standard 1 and Standard 2 for 11th Grade language arts. http://sde.state.ok.us/Curriculum/PASS/Subject/langarts.pdf
Procedure Introduction: I begin by asking the students to turn in the Final drafts and peer edited drafts of their essays. I then play The Crucible (1996) for the final 29 minutes of the film. Independent Practice: Once the film is over, I pass out blank sheets of paper and ask the students to come and get a set of brushes and paints. I ask them to paint a response to the film and the play. What does it make you think of? Ask them to write a few lines on the back of the painting, explaining why they painted what they did in response to the film and play.
Modification: If I have students in my class who require occupational therapy for hand motor skill problems, they could create a artistic representation on the computer or compose a response with music, performing it for me during overtime. They could even write a response, rather than paint one.
Conclusion: I tell the class to put the paintings on the counter in the back of the room to dry and make sure that their names are on the back. If they did not finish they can come back at the end of the day to pick up their painting once dry and take it home to finish or complete it during overtime. Remind them that today is the last day to turn anything in for The Crucible Unit, including their journals.
Assessment: Their painting responses to the movie and book will be worth 25 participation points for creativity and expression. The essay will be graded to assess their understanding of the writing process, MLA citation, the revision process, and the play itself.
Materials Paper (30 sheets) Water Cups Brushes Paint Pencils Smart Board DVD player The Crucible (1996) 124 minutes run time ($6)
Context: This lesson would be taught during the study of the play The Crucible, by Arthur Miller. This lesson is appropriate for students in a high school junior English class. The students in this class come from a suburban environment, and are of mixed gender, race, and include persons with disabilities.
Objective: This is a teacher guided lesson that explores the play The Crucible by Arthur Miller, looking for an artistic expression or response to the play.
Pass Objectives: This lesson meets Reading and Literature Standard 1, objectives 2-5; Standard 2, objective 2, C; objective 3, A; objective 4, A,C, D; Standard 3, objective 1, A; objective 2; objective 4; Standard 4, objective 2; Writing/Grammar/Mechanics and Usage Standard 1, objective 1, A D-F; objective 3-6; Modes and Forms of Writing Standard 1, objective 1, A-C; Standard 1, objective 3, A-C; Standard 4, objective A; Oral Language/Listening and Speaking Standard 1, objective 1, 3; Visual Literacy Standard 1 and Standard 2 for 11th Grade language arts. http://sde.state.ok.us/Curriculum/PASS/Subject/langarts.pdf
Procedure
Introduction: I begin by asking the students to turn in the Final drafts and peer edited drafts of their essays. I then play The Crucible (1996) for the final 29 minutes of the film.
Independent Practice: Once the film is over, I pass out blank sheets of paper and ask the students to come and get a set of brushes and paints. I ask them to paint a response to the film and the play. What does it make you think of? Ask them to write a few lines on the back of the painting, explaining why they painted what they did in response to the film and play.
Modification: If I have students in my class who require occupational therapy for hand motor skill problems, they could create a artistic representation on the computer or compose a response with music, performing it for me during overtime. They could even write a response, rather than paint one.
Conclusion: I tell the class to put the paintings on the counter in the back of the room to dry and make sure that their names are on the back. If they did not finish they can come back at the end of the day to pick up their painting once dry and take it home to finish or complete it during overtime. Remind them that today is the last day to turn anything in for The Crucible Unit, including their journals.
Assessment: Their painting responses to the movie and book will be worth 25 participation points for creativity and expression. The essay will be graded to assess their understanding of the writing process, MLA citation, the revision process, and the play itself.
Materials
Paper (30 sheets)
Water
Cups
Brushes
Paint
Pencils
Smart Board
DVD player
The Crucible (1996) 124 minutes run time ($6)
Return to The Crucible Unit Schedule